Broadening Access to STEM Through a Hybrid Online 2+2 Program

Hands-on Laboratory Experience using Virtual Reality 3D Simulations

Research in Student Peer Review: A Cooperative Web-Services Approach

Co-valuing Instructional Laboratory Course Offerings

Designing Creative, Balanced, and Synergistic Interdisciplinary Projects for Students in Computing in the Arts Programs

A New Interdisciplinary Technology Education Strategy Using State-of-the-art Wireless Sensor Networks

Project SPROUT, (a project that emerged out of WIDER:EAGER: Documenting Instructional Practices in STEM Lecture Courses, NSF Grant #1256500) employs systematic observation of instruction in large introductory STEM lecture courses from the Schools of Biological Sciences, Physical Sciences, and Engineering. To date, we have observed 133 course sections (over 70 unique instructors). We have strong buy-in across campus by Deans, Associate Deans, and Instructors (our participation rate is over 90% to date). Observations are conducted within the first four weeks of instruction and within the last four weeks of instruction for each course. Course enrollments average 350 students. We have observed over 10,000 unique students, many of whom have enrolled in four or more observed courses. Data collectionAlthough some observation protocols are evaluative in nature, SPROUT (Simple PRotocol for Observing Undergraduate Teaching) is primarily designed to: a) capture what instructor and student behaviors occurs in large lecture courses, b) provide opportunity for instructors to reflect on their own teaching, c) stimulate departmental conversations related to evidence-based instruction, and d) broadly link practices to student outcomes. For each observation, research assistants videotape lectures and collect data on instructional strategies using the SPROUT observational protocol. This protocol was developed using other well-known observation protocols: U-Teach Observation Protocol (UTOP; Walkington, et al., 2012); the Reformed Teaching Observation Protocol (RTOP; Sawada, et al., 2002); and Teaching Dimensions Observation Protocol (TDOP; Hora, & Ferrare, 2014). SPROUT includes detailed but easy to follow rules, and includes both dichotomous (yes/no) and qualitative indicators. This project has developed training materials for undergraduates, who do a majority of the observations. Aside from its ease of use, the SPROUT observational protocol has been shown to be a highly objective measure of teacher instructional practices (Cohenメs kappa of 0.80, reflecting high agreement between two undergraduate research assistants observing the same lesson). We collect course syllabi and key supporting materials (e.g., information contained within course websites) to identify content related to instruction and grading policies. We invite all faculty who have been observed to participate in a semi-structured interview at the end of the quarter. Interview prompts cover the same topics contained in SPROUT to provide validation of SPROUT measures and to provide insight into instructorsメ reasons for implementing certain practices or not. Student administrative data is collected after each term from the Office of Institutional Research (OIR). In addition to demographic and academic data, OIR provides course enrollments and grades (both in observed courses and in courses that students take in subsequent terms), allowing us to track student progress toward STEM degrees. The sample consists of all UCI students enrolled in one or more focal (i.e., observed) courses (with many students enrolled in multiple courses).We have also collected some survey data from students and teaching assistants.

Lynn Reimer

University of California, Irvine

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